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ERIC Number: EJ975198
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-1045-988X
Facilitating Quality Language Interpretation for Families of Diverse Students with Special Needs
Hart, Juliet E.; Cheatham, Gregory; Jimenez-Silva, Margarita
Preventing School Failure, v56 n4 p207-213 2012
As the nation as a whole becomes progressively more diverse, increasing numbers of children from linguistically diverse backgrounds are served in special education programs. Ensuring that appropriate educational services are developed for these students in collaboration with their family members as equal participants on school-based teams necessitates high-quality language interpretation during the individualized education plan process and beyond. In this article, the authors describe basic types of language interpretation errors and provide examples of how these can surface during an individualized education plan and other school-based meetings. The authors then discuss how school-based teams can facilitate accurate and quality language interpretation through implementation of research-based, best practice recommendations that reflect Individuals With Disabilities Education Act principles and components of collaborative professional-family partnerships. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act